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This study determined the “effects of play-based mathematics materials on early childhood numeracy development among Nursery II Pupils in Hadejia Local Government Area, Jigawa State, Nigeria”. Two research questions were asked, and two null hypotheses were formulated to guide the study. A quasi-experimental design was employed with 105 Nursery-Two pupils selected from two co-educational schools. One group was taught using mathematics play materials (manipulatives), while the control group received conventional instruction. Data were collected using a validated Mathematics Achievement Test (MAT). Mean & standard deviation were used to answer research questions while Analysis of Covariance (ANCOVA) was used to test hypotheses at 0.05 significance level. Findings revealed a statistically significant improvement in numeracy achievement among children taught with play-based mathematics materials compared to those taught using conventional methods. No significant gender differences were observed in learning outcomes. It was however, recommended among others that the pre-schools proprietors should provide more varieties of mathematics play materials to the pre-school pupils to help them improve in their numeracy development, the local government education authority should allow more time for play activities in the pre-school curriculum and timetable so as to expose the pupils to more play during numeracy lessons, and the head teachers of pre-schools should encourage the teachers to make use of mathematics play materials in teaching mathematics hence it improve numeracy development of the pupils.